peerss

Rebacca - This week's assignment made me think about how I put words together versus how, when working on the internal structure of spoken syllables, a word breaks down to learn how to pronounce it properly. I found my strengths in the easier-to-remember parts of the syllable. The onset was easy to figure out, and I remembered to switch certain sounds to produce the needed letter. I found that the area that needs the most improvement is my coda; I really need to understand it better, as I kept adding the vowel to the ending. According to Moats (2020), a large portion of students who have problems learning to read and spell showed difficulty early on with phoneme awareness and related phonological processes. This makes sense to me because a struggled with reading at a young age and still struggle at times with phoneme awareness, which is why I had more difficulty with this assignment and needed to read through the chapter more than once to understand it, as I did on the task. It has been interesting to learn how processing and understanding words in English can be so difficult for young brains or for dual-language learners.

Emily - After doing the exercises in chapter 3, I noticed that I know most parts of a syllable. When doing exercise 3.2 I did the onset, peak, and coda all correctly, so I understand those parts of a syllable. My best strength was identifying the onset because I knew the beginning consonant sound of the word. I think I also did well identify the peak and coda of the word because it was the vowel sounds and the last consonant sound.

My areas of growth are the 2 I got incorrect. Identifying the rime was definitely the hardest for me. I forgot that rime is both the peak and the coda and not just the vowel sound. This area of growth will help me slow down when thinking about the rime of a syllable. Doing this activity has helped me understand the importance of knowing how to break down a word into syllables to help students improve in reading and writing.

Jasmine- After checking my answers, I correctly identified 6 of the 20 entries. My strongest area was identifying onsets. I correctly identified the beginning consonant sounds in all five words, including blends such as /sp/ and /br/. I also correctly identified /t/ as the coda in hurt.

My main area for growth is distinguishing the rime, peak, and coda. Initially, I divided the written letters into separate groups. I now understand that the peak is the vowel sound, the coda includes all consonant sounds after the vowel, and the rime combines the peak and coda. For example, in spend, the peak is /ɛ/, the coda is /nd/, and the rime is /ɛnd/.

This exercise also reminded me to focus on pronunciation. The ng in bring represents one sound, and the final e in groove and stake is silent. To improve, I will practice saying words aloud, identifying the vowel sound first, and then identifying the sounds before and after it.

Complete all exercises in Chapter Three of Speech to Print. Upload a picture of Exercise 3.2: Parts of a Syllable on page 59 with your completed and corrected answers. Highlight your incorrect answers. Discuss your results recognizing your strengths and areas of growth. Make sure to post this by 11:59 PM on Thursday evening.

Respond to classmates making connections, comments, questions, and respectful challenges by 11:59 PM on Sunday evening.